Readability of comprehension passages in Junior High School (JHS) English textbooks in Ghana

Abstract

Understanding what is read is essential to academic success in general and literacy development in particular. The aim of any textbook, especially English language textbooks for second language learners is to help readers improve their English language competence. This aim is defeated when students cannot read texts intended for them. One factor which makes a reading material unreadable is the complexity of the language used in relation to the reading ability of the reader. Research has shown that most materials meant for second language learners are difficult for the intended readers. It is therefore crucial to determine the readability of comprehension passages in Junior High School (JHS) English language textbooks used in Ghana and also to examine what can be done to improve L2 text writing in Ghana to make materials readable. This paper, therefore used The Gunning FOG Readability test, Flesch Reading Ease Formula, Flesch-Kincaid Grade Level, SMOG Index, Coleman-Liau and Automated Readability Index readability formulas to determine the readability of 48 comprehension passages purposively selected from four different sets of JHS 1-3 English language textbooks. It was found that most of the passages were above the age of learners and were therefore difficult for them to read and comprehend. The study through interviews examined ways that writing of JHS English textbooks can be improved to enhance readability.

Key Words: readability formulas, comprehension passages, Junior High School, textbook